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LC-Facilitator's Guide- Unit1A

KYAE Common Core Standards

Unit 1A: English Language Arts

Learning Communities

Unpacking the Components of Standards

2011-12

(Kentucky Adult EducationCouncil on Postsecondary Education1024 Capital Center Drive, Suite 250Frankfort, KY 40601)


Component

Mode of Delivery

Time Frame

Introductory Activities

· Completed at the discretion of the program director.

Online via ANGEL

2-3 hours

Unit 1A

Face- to-Face

6 hours

Unit 1A Activities

With LC Team

15 hours

Unit 1B

Face-to-Face

6 hours

Unit 1 B Activities

With LC Team

15 hours

Overview

(See “Course Map – Learning Communities page ___ and ___)

Online Introductory Activities

· Completed at the discretion of the program director

Introduction

Welcome!

Welcome to professional development on standards-based instruction, with a focus on the KYAE Common Core Standards. This professional development initiative will introduce program directors and instructors to the Common Core State Standards and their connection to adult education and literacy.

Throughout this initiative, you will work on a team within a larger regional learning community to explore the standards. As you work, you will begin to understand the standards and connect them to student outcomes.

As you begin the process of gaining an understanding of the Common Core State Standards, consider the following:

1. What does the word “standard” suggest to you? Think of an example outside of education.

2. What do you expect standards-based instruction will mean for your program, instructors, and students?

3. What do you hope will improve or be different in your program following standards implementation?

Optional:

Post questions in the ANGEL Discussion Board.

To receive an overview of the professional development, goals, activities, and a timeline, view PDF- Course Map/Overview. See attached document “KYAE Common Core Standards PD: Course Map and Course Schedule.”

Activity 1

View CPE Senate Bill 1 (2009) Module

As you view the module, consider the following questions:

1. Where does adult literacy fit into the bigger picture of Kentucky’s educational system?

2. What is the significance of Common Core Standards for adult education students?

3. What questions do you have regarding the Common Core Standards?

You can print a note-taking sheet by right-clicking on the PDF below and then printing it.

“Note-Taking Sheet”

After viewing the module, ask –

1. How did your answers to the questions above change?

2. What answers did you receive to your questions regarding the Common Core Standards?

Optional:

Post questions in the ANGEL Discussion Board.

Activity 2

Review the SIA Guide

This professional development initiative is based on the United States Department of Education’s Office of Vocational and Adult Education’s Standards in Action (SIA) Initiative. The initiative is comprised of four innovations or phases. In the first year, you will participate in Innovation One. The document linked below is an introduction to the initiative and the process for Innovation One from the Standards in Action Guide.

View the Introduction and Unit 1 (Innovation One) from the SIA Guide by clicking on the PDF below. You can save it to your computer by right clicking on the document and clicking on “save.”

See attached document “SIA Guide Introduction and Innovation One.”



Activity 3

Connecting the Common Core Standards to GED 2014

The new GED Tests, to be released in 2014, will be adjusted to reflect expectations found in the Common Core State Standards.

Please read the three documents linked below to review the plan and purpose of the GED 2014 by clicking on each of the URL links listed at the bottom of this screen.



You will return to this page by clicking Introductory Activity 3 on the top blue navigation banner.

As you read, think about how this professional development can help you support your instructors and students as they make the transition to standards-based instruction in preparation for the GED 2014.

ACE and Pearson Collaborate to Transform GED

GED 21st Century FAQs

GED 21st Century Initiative Framework Fact Sheet

Additional Resources

KYAE Common Core Standards for English Language Arts

Unit 1A

Face-to-Face Meeting

.

Participant Materials

Loose Materials

· Standard “RL3.3” with each component written on a 5X7 card

· Standard “RL4.3” with each component written on a 5X7 card (1 set for each team)

· Sets of cards with different concepts covered during the session for closing activity

· Blank copies of the “Unpacking Charts for Standards” for independent practice

Binder Contents

· Front Pocket

· Course schedule specific for each learning community

· KYAE CCS English Language Arts Quick Reference Guide

· CCS-ELA Tab

· KYAE Common Core Standards for English Language Arts

· Ppt Tab

· PowerPoint slides handout

· Unit 1A Tab

· HO1 - Course Maps for LC Unit 1A and Unit 1B

· HO2 - Components of Standards – Definitions

· HO3 - Bloom’s Taxonomy – Definitions

· HO4 – Bloom’s Taxonomy and Writing

· HO5 - Bloom’s Taxonomy and Literature

· HO6 - The Unpacking Process/Confirming Unpacking/Unpacking Process Guidelines/Building Sample Activities Criteria

· HO7 - Unpacking Chart for Standards – Examples (RL2.1 and 2.2)

· HO8 - Unpacking Chart for Standards – Examples (W5.1, 5.1a, 5.1c)

· Back Pocket

· Bloom’s Taxonomy Level Location Guide

· Blank unpacking charts

Entering Activities

(Making Connections and Purpose)

Timeframe: 30 minutes

PPT #1- Understanding the Standards We Teach (Title Slide)

PPT #2- Entering Activity

Instruct participants to complete the activity displayed on PPT #2.

Give participants 10 minutes to complete the activity.

PPT #3- Understanding the Standards We Teach

As part of a pilot project supported by the Office of Vocational and Adult Education, KYAE staff and staff from five Kentucky adult education programs spent a year and a half learning about content standards and standards-based instruction. That project is called Standards in Action, or SIA. In the meantime, KYAE adopted the Common Core State Standards, which have been adopted by 44 states. Also, the GED Testing Service announced that the GED 2014 will reflect these standards. In light of these circumstances, KYAE leadership decided to expand the initiative statewide beginning in FY 11-12.

The purpose of this initiative is to prepare teachers at all levels in the educational system to deliver standards-based instruction that will prepare students for success in college and careers. Professional development around the Common Core State Standards is occurring in every school district in Kentucky as well as in university teacher education programs.

Your work in this initiative will fulfill your professional development requirement for the year. However, this initiative is much more than typical professional development. This is a multi-year effort to prepare instructors to plan and deliver standards-based education, with a focus on college and career readiness.

PPT #2- Entering Activity

As you entered the session, you were asked to post your responses to a question about meanings you associate with the word “standards.”

Read the responses posted on the flip charts. Add an example if necessary,

· Does anyone want to add a category? Add additional examples?

· Why do we need standards?

· Why do we need standards for adult education students?

· How does Kentucky fit into the bigger picture of the standards system?

PPT #4- Agenda

Review all binder contents. Explain how they may use it throughout their PD. Explain the purpose of the SIA guide and how it relates to the PD. Much of the content of this PD was adapted from The Standards in Action guide, which was developed by OVAE. This guidebook provides a resource in implementing the processes that we will be learning over the next three years.

Throughout the day I will take you through a process that will help you to better understand the Common Core standards that KYAE has adopted and how they are related to adult education programs, instructors, and students. I will review the goals and objectives of this professional development initiative:

· Providing you with an overview of the format and structure of the standards

· Guiding you through a process to “unpack” or deconstruct the standards into components

· Guiding you through a process of building sample student activities connected to the standards

You will then begin unpacking the standards that KYAE assigned and the ones you chose to unpack between now and your next face-to-face session. We will end the day with a closing activity to pull everything together and discuss next steps.

PPT #5- PD Overview

Binder Front Pocket - Learning Community Course Schedule

Review information on the slide, describing the main components of the course.

As mentioned, in this PD you will work with your team to implement processes to better understand the Common Core State Standards. To assist you we provided online activities to introduce the purpose of the standards and how they are connected to Senate Bill One, the Kentucky educational system, and the upcoming GED 2014, which will be released in January of that year.

In an earlier orientation, directors learned about the standards and the processes and tools you will use so they could plan this year’s work.

Instructors and directors attend two face-to-face meetings, this being the first, during which you will learn about, see modeled, and practice the process of unpacking standards and examining your resources in light of alignment with standards. After each meeting, you will work with a team to use these processes and tools to continue unpacking and aligning. You will share your work with others in your learning community by posting your documents on ANGEL. Finally, you will have an opportunity to post your reflections on the process and tools.

(Front Pocket)KYAE Common Core Standards PD FY2011-2012

Format and Course Schedule

Each Learning Community will be on a different schedule. Specific dates may be inserted.

Coaches’ Orientation

Face-to-Face

2 Days

10 hours

Program Directors’ Introductory Activities

Online

2 Weeks Prior to the Orientation

1-2 Hours

Program Directors’ Orientation


1 Day

7 Hours


· Introductory Activities

Online

2 weeks prior to

Unit 1A

1-2 Hours


· Unit 1A


1 Day

6 Hours

Team Activities

· Unit 1A

Program Site(s)

4 Weeks Period

After Face-to-Face Meeting


· Unit 1B


1 Day

6 Hours

Team Activities

· Unit 1B

Program Site(s)

4 Week Period

After Face-to-Face Meeting

1

PPT #6- How the Four PD Units Fit Together

This professional development initiative is the result of KYAE’s participation in the U.S. Department of Education Standards-in-Action project. The Standards-in-Action process consists of four units. In the first year, we will implement Unit 1, Understanding the Standards We Teach, to be followed the next year by Unit 2, Translating Standards into Curriculum. Unit 3, Focus on Assignments, and Unit 4, Observing Standards in Action, will be covered in the third year. Each unit builds on the one before it. It’s important to remember that Unit 1 is a starting point, the foundation from which later units will launch standards-based instruction.

Anticipatory Set

(Fostering Connection)


Delivery of this professional development is organized around ten regional learning communities, with each community divided into one to four teams of program staff. Some teams consist of one program; however, if program members number fewer than four persons, those members will join with members of another program to form a team.

Within your learning community, you will attend regional face-to-face meetings that introduce processes and tools for understanding standards. After each meeting, you will work with your team to practice using those processes and tools.

PPT #7- Anticipated Outcomes for Unit 1

These are the anticipated goals and outcomes that will emerge in Unit One and continue to develop throughout the implementation of the next three units (innovations).

When you hear the words, “learning community,” what comes to mind?

How do you think a learning community operates?

PPT #8- Objectives and Activities

HO1 - Course Map for Learning Communities Unit 1A and Unit 1B

Review the goals listed on the Course Map. Explain the purpose of having a course map and how it may be used.

The Course Map provides an overview of the professional development for the year. It provides participants with clear goals and objectives that they may expect on achieving by the end of the PD. It also provides participants with a timeline of activities, dates, and timeframes for planning.

Unpacking the components of standards teaches instructors how to discover the actual demands of each standard. It is a process that you go through with your teams, with your director facilitating the process. The goal is to implement processes and tools to unpack the standards and align them to current resources. It is the first step in using the standards to implement standards-based instruction. Over the next three years, you will gain more tools that will assist you in creating standards-based instruction for your students to help them be successful on the GED Tests and beyond.

Teaching and Learning

(Information and Modeling)


Refer back to the entering activity

At the beginning of the day we discussed what the word standard means to you. Some responses not related to education were _____ Some examples related to education were___ Some of you stated that the purpose of standards is to______

(Answers will depend on what was identified during the entering activity).

A standard is defined here as the most specific level of outcome - smallest grain size - used by a state. It is sometimes called an indicator or benchmark. Throughout the workshop and guide, this will be the operational definition of a standard. A standard represents the overarching knowledge and skill that a student should be able to demonstrate.

PPT #9- Common Core State Standards Mission Statement

Review the information on the slide.

The Common Core State Standards Initiative is a state-led effort coordinated by the National Governor’s Association Center for Best Practices and the Council of Chief State School Officers. The standards were developed in collaboration with teachers, school administrators, and experts to provide a clear and consistent framework to prepare students for college and the workforce.

The NGA Center and Council received initial feedback on the draft standards from national organizations representing teachers, postsecondary educators (including faculty at community colleges), civil rights groups, English language learners, and students with disabilities. Following the initial round of feedback, the draft standards were opened for public comment; nearly 10,000 responses were received.

The standards, influenced by the most effective models from other states and countries, provide teachers and parents with a common understanding of what students are expected to learn. Consistent standards will provide appropriate benchmarks for all students, regardless of where they live.

KDE and KYAE have adopted these standards. Faculty in higher education in Kentucky will also look at how their curriculum aligns with these standards.

PPT #10- About the Standards

Review slide.

These standards define the knowledge and skills students should develop during their K-12 education so that they graduate high school able to succeed in entry-level, credit-bearing academic college courses and in workforce training programs.

PPT #11- Structure of the Standards

The KYAE Common Core Standards are identical to the Kentucky Core Academic Standards for K-12 and the Common Core State Standards.

Currently, there are standards for Mathematics, English Language Arts, and Literacy for History/Social Studies, Science, and the Technical Subjects. Note that the standards for history, social studies, science, and technical subjects are not about the content of these subjects. Rather they address the literacy skills necessary to comprehend these subjects.

PPT #12- Structure of the Literacy Standards

Binder Front Pocket - KYAE CCS English Language Arts Quick Reference Guide

This guide provides an overview of the structure of the Common Core Standards document. The introduction on page 1 reviews what was covered in the previous slides about background and purpose of the standards.

Refer to the PPT and explain the structure of the English Language Arts document.

English Language Arts is the discipline which includes foundational skills, reading, writing, language, listening, speaking, and literacy in the areas of history, social studies, and technical subjects. Reading is separated into two types of text: Reading for I Reading Standards for Literature and Reading for Information. There is also a Reading Foundational Skills section for grades K-5.

For each content area (reading, writing, speaking, and listening) there are College and Career Readiness (CCR) Standards and grade-specific standards. These are found on page 2 of the guide.

The College and Career Readiness Standards anchor the document and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and the workforce. The K-12 grade-specific standards define the year-end expectations for each grade level. Together the CCR anchor standards and grade 9-12 standards define college and career readiness.

In each of the content areas, there are a number of CCR standards separated into content strands. For example, Reading for Information and Reading for Literature have the same ten CCR standards. They are separated into the content strands of Key Ideas and Details, Craft and Structure, Integration of Knowledge and Ideas, and Text Complexity.

Binder Front Pocket – KYAE CCS English Language Arts Quick Reference Guide. p. 5

For each standard, there is a grade-specific standard that corresponds to the CCR standard.

Page 5 of the guide provides an example of how the CCR standards correspond to the grade-specific standards.

Read the information on the handout. Note that there are not any CCR standards for Reading for Foundational Skills because they are foundational skills, to be learned prior to reaching levels 6-12.

Binder CCS-ELA Tab -- KYAE Common Core Standards - pages 2, 10, and 11

· Review the table of contents, and explain how the document is structured.

· Allow 5 minutes for participants to mark with small Post-it notes where each section begins.

· Turn to page 10, and show the CCR standards for reading. Explain that K-5 and 6-12 are categorized together; however, the CCR standards are the same for both.

· Read the CCR standard #1 on page 1. Ask individual participants to read #1 for K - 5 on pp. 11 - 14 and #1 for 6 – 12 on pp. 39 – 40.

What do you observe? What factors could make these standards increasingly demanding? (text complexity)

PPT # 13- Structure of the Literacy Standards

The CCR standards influence the grade-specific standards, which in turn influence curricula, texts, materials, assessments, quality teaching, etc. They progress from general to more detailed levels of specificity, with the intention of influencing curriculum and teaching and assessment practices for better educational outcomes.

Binder Front Pocket - KYAE CCS English Language Arts Quick Reference Guide, p. 6

Binder CCS-ELA Tab -- KYAE Common Core Standards, p. 11.

· Review the abbreviations and terms. (I used “abbreviations” here because an acronym is supposed to spell a pronouncable word, e.g., NAFTA, NATO, or POTUS.

· As you are are reviewing the abbreviations and terms, provide examples from page 12 in the Common Core State Standards document. For example, Reading for Literature is RL and is in the top right corner of the CCSS document.

Guided Practice

(Increasing Understanding and Developing Skills)


PPT # 14- The Standard Format

Binder CCS-ELA Tab - KYAE Common Core Standards

Review information on the slide.

Ask participants to -

· Identify how the standard would be labeled. (RI4.1)

· Locate the page number of the standard in the KYAE Common Core Standards ELA document. (p. 12)

Binder Front Pocket - KYAE CCS English Language Arts Quick Reference Guide p. 2

Choose several of the CCR standards- one in reading, one in language, one in writing, and a grade-specific standard for each.

Instruct participants to:

1. Locate the grade-specific standard that corresponds with the CCR standard. (Hint- they may want to use the Table of Contents in the KYAE CCSS document to locate the grade-specific standards.)

For example- Choose CCR Reading #4 and ask participants to find in the KYAE CCS for ELA the corresponding grade-specific standard for grades 4, 6, and 8.

2. Identify how each would be labeled.

Ask particpants to -

1. Read the page number where they found the standard.

2. Read the standard.

3. Identify how it would be labeled.

Closure

(Discussion and Reflection)


PPT #15- Design Principles for ELA Standards


Which of these are we currently doing in adult education?

What could we do better?

PPT #16- Students who are college and career ready in reading, writing, speaking, listening, and language


Explain that these are outcomes that should be demonstrated by those who have mastered the standards. Explain that these are often referred to as 21st Century Skills.

In what ways will these skills assist adults in college and career?




Remember the mission statement of the Common Core State Standards. The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers.

“Standard” is defined here as the most specific level of outcome -- smallest grain size -- used by a state, e.g., indicator, benchmark. Throughout the workshop and guide, this will be the operational definition of a standard. It represents the knowledge and skill that a student should be able to demonstrate.

I am going to introduce you to a process and tool that will become a resource to help you understand a standard by breaking it down into component parts. This is called “unpacking.” You may know it as breaking apart, analyzing, or deconstructing.

PPT #17- Unpacking the Components of the Standards

In the unpacking process, each standard can be broken down into skills, concepts/content, context, and the cognitive demand or level of thinking a student needs to engage in in order to master the standard.

Binder HO2 – Components of Standards – Definitions

Display the handout “Components of Standards - Definitions.”

Read the EFF Standard on the handout.

Sixteen Equipped for the Future (EFF) Standards were developed several years ago for the Office of Vocational and Adult Education to define knowledge and skills adults need to carry out effectively their roles as family members, citizens, and workers in the 21st Century.

Read the definition of a skill. Ask participants to highlight or underline the key words “skill,” “verb,” and “multiple skills” on the handout. Refer back to the EFF standard, and say that the skill depicted in this standard is “use.” Highlight it on your document. Write it in the second column of the unpacking chart.

Read the definition of a concept. Ask participants to highlight or underline the words “concepts,” “content,” “know,”

and “the what.” Refer back to the EFF standard and say that the concept here is “information.” Highlight it on your document. Write it in the third column of the unpacking chart.

Read the definition of “through a particular context.” Ask participants to highlight “word or phrase,” “comes before or after,” “explains full meaning,” “background,” and “environment.” Say that the context further clarifies the meanings of the skill and concept or explains how the skill and concept are demonstrated. Write it in the fourth column of the unpacking chart.

You can ask questions as you identify each component:

· We do what? - Use

· Use what? - Information

· Within what environment or framework? - To form opinions, make decisions, and take action

Optional

To further explain “context,” you may use the reading strategy “identifying context clues” to explain context. Write the sentence “Jane threw the ball” on a flip chart. The verb/skill is “threw,” the concept is “ball.” Then add the context “after losing the game.”

Adding the context further defines the meaning of “threw the ball.” If we change the context to “Jane threw the ball to her friend, Stacy,” the new context changes the meaning of the passage. The context within a standard can do the same thing.

Look at the EFF standard “Use Information to form opinions, make decisions, and take action.” How does the context “to form opinions, make decisions, and take action” affect the skill and concept of “use information”? How would the meaning change if that phrase was not there?

The next step in unpacking is to determine the level of thinking.

Read the definition for cognitive demand or level of thinking. Ask participants to highlight “level of thinking” and “demonstrate the skills and concept within the context.”

Display PPT #18- Bloom’s Taxonomy

Binder HO3 - Bloom’s Taxonomy

“Too often instructors concentrate on the content of the standard and overlook the level of thinking for mastery,” (Wiggins & McTighe, 2005).

Each standard includes a level of thinking that the student will need to engage in if he or she is to demonstrate the skill and concept within the stated context. We are going to use Bloom’s Taxonomy, which classifies educational objectives from simplest to most complex.

.

Binder HO4 - Bloom’s Taxonomy and Writing

Binder HO5 – Bloom’s Taxonomy and Literature

· Read the definitions for each level.

· From handouts 4 and 5, provide examples of Bloom’s Taxonomy and Writing and Bloom’s Taxonomy and Literature.

Binder HO2 - Components of Standards - Definitions

Display the handout “Components of Standards – Definitions.”

· Read the definition of “Cognitive Level of Thinking.”

· Underline or highlight the key words “consider,” “skill, concept, with the context,” and “thinking process.”

Ask yourself, “What is the thinking process behind the skill, concept, and context?” “What action will the student need to demonstrate in order to master the standard?”

You must consider all the information in all columns - skill, concept, AND context. The context could bring the standard to a higher level.

· Read the EFF standard.

· Read the definition of each level of Bloom’s. After each one, pause and ask participants if they think that “use information” fits in that level and their reasoning.

· Add the context, and ask if the context changes the level.

· Suggest that the level could be “applying.” However, when you add “to make decisions and form opinions” it could be “evaluating.”

Binder HO2 - Components of Standards – Definitions

Binder HO3 – Bloom’s Taxonomy - Definitions

Display the handout “Components of Standards Definitions.”

Read the standard, RL2.3 “Describe how characters in a story respond to major events and challenges.”

Point out the identifiers RL2.3. Say that it is under the “Key Ideas and Details” content strand; however not all standards will have the content strand in the standard. Most will not.

As you go through the unpacking process and the definitions of each, highlight or underline the part in the standard that corresponds with the component (skill, concept, and context).

Skills is “Describe”

Concept is “how characters in a story”

Context is “respond to major events and challenges”

Model your thinking process as you go through each definition and think aloud the questions that you are asking yourself as you identify each component.

I’m going to unpack RL2.3, which is reading for literature, second grade, standard #3. “Describe how characters in a story respond to major events and challenges.” I am to identify the skill in column two. I know from the definition that the skill is the verb or the action that is demonstrated. That would be “describe.” I will write “describe” in column 2. According to the definition, the concept is the “what” of the skill or the information that is demonstrated. What is being described? “How characters in story” is what is being described. I will write that in column 3. The next component that I look for is the context. According to the definition, the context is the situation or scene in which the action and information is being demonstrated. I believe that would be “respond to major events and challenges.” The context could change the nature of the skill and concept, which could change the meaning of the standard. After all it could read, “related to one another,” or “appear.” I will write that in column 4.

Now I am ready to identify the level of thinking that student needs to engage in to demonstrate mastery of the skill and concept within the given context. I know I cannot just look at the verb that represents the skill or the concept, but I also need to take into consideration the context, which may take it to a higher level. Let’s start at the lowest level, which would be “remembering.” Remembering is retrieving, restating, recognizing, and recalling relevant knowledge from long-term memory. The standard says, “describe how characters in a story…” Although the student will need to recall information, I believe that having to describe is a little more than recalling information. Let’s move up to “understanding.” Understanding is constructing meaning from oral, written, and graphic messages by interpreting and translating what is learned. That definition fits well with describing. Because I need to identify the highest level, I will check out the next level, “applying,” and see if that level is being reached. In order to be “application,” the student needs to be “making use of information in a context different from the one in which it was learned; or student needs to be carrying out a procedure through executing or implementing. I don’t know if the context is different from the one learned; therefore, I will skip to “analyzing.” Analyzing requires the learner to break down material into constituent parts, determining how parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. In order for a student to describe how a character responds to major challenges, the student must be able to identify the events and challenges and associate them to character, which requires analyzing. The level of thinking could be analyzing. Let’s check out evaluating. In order to evaluate, a student must make judgments based on criteria. I don’t believe the learner is making a judgment on the author’s depiction of the characters related to the event, so I don’t believe the standard would be at that level. Because I am to put the highest level identified, although they fall into the other levels as well, I would put “Analyzing” as the level of thinking in column 5.

One may question that students at a second grade level are being asked to perform at such a high level of thinking; however, you must realize that there are different levels of analyzing. At the higher grade levels, a student may be analyzing more characters and more events, which requires greater skill; however, he or she is still analyzing. There also is a strong case for understanding and not analyzing because the text may explicitly describe a character’s response to an event without requiring the student to analyze and connect multiple characters and events. The important thing is that you understand the thinking process that the student must engage in to meet the standard so that you can identify the proper tools to assist the student in mastering the standard.

I’ve demonstrated how I would “unpack” the standard without the benefit of discussing it with others. My conclusions might have been different had I considered other ideas around the components of the standard. The overall purpose is to learn a process on breaking down each standard, analyzing it, and determining the thinking skills and student outcomes needed to demonstrate each standard. It is to get a clear picture of what the student needs to be able to do, with what, and in what circumstances so that you can gain a frame of reference on what and how to teach.

Anticipatory Set

(Fostering Connection)


How do you believe unpacking the standards will assist you with instruction and meeting student outcomes?

PPT #19- Why Unpack the Standards?

If you are maintaining focus on the right content and skills, you will be able to create daily learning objectives or targets that are aligned with the standards, and you will be able to teach to the appropriate level of complexity.

Break (15 minutes)




As you unpack each standard into its component parts, you will use the unpacking chart tool. You will follow the process listing each component into the columns provided. The objective is to come to a consensus with your team. Consensus neither means “correct” nor does it mean “wrong.” Instead, as you unpack the standard into its component parts as group, you are working to -

· share various ways of looking at the standard

· gain a better understanding of the standard

· come to an agreement on what should be identified under each component

Display on flip chart paper a chart showing elements of the unpacking tool with the headings standard, skills, concepts, context, and level of thinking.

Unpack RL3.3 into its components, and write them on 5X7 cards.

Skill - describe and explain

Concept - stories, including fables, folktales, and myths from diverse cultures; actions

Context - and how they contribute to the sequence of events

Level of thinking - understanding

(There are two skills and two concepts. Write each one on a different card.)

PPT #20- RL3.3

Display the handout, “Components of Standards Definitions.”

1. Choose a card from the skills, concept, and context.

2. Read the card.

3. Place it under the correct heading.

4. Read the definition of the component and ask the participants if the card is under the correct heading according to the definition. Refer to the handout “Components of Standards Definitions.”

5. Continue until you have finished with the cards.


When you reach the level of thinking, facilitate a discussion with questioning that will assist participants in coming to a consensus in determining if understanding is the correct level.

Discuss how the level of thinking was determined.

Guided Practice



Divide participants into groups. Provide each group with a bag with standard RL4.3 unpacked into its component parts with each component written on one card. Give each table a piece of flip chart paper turned landscape. Ask them to write the components headings at the top of the paper and place the cards under the correct heading.

· Skill - describe

· Concept - character, setting, or event

· Context - in depth, in a story or drama, drawing on specific details in the text (e.g. characters thoughts words, or actions)

· (Write each of the three possible contexts on a separate card.)

PPT #21- RL4.3


Instruct participants to -

1. Read the standard.

2. Read the word and phrase on the card.

3. Put the cards under the correct headings.

4. Continue until they have finished with the cards

Remind them that the objective is to come to a consensus.

Instruct participants to use Bloom’s Taxonomy to come to a consensus on the correct level of thinking.

Allow 10 minutes to complete the activity.

Ask participants to share results.

· What did you do to come to a consensus?

· Did it come easily, or was it challenging?

· Did you agree with what was put on the cards, or would you have put different words on the cards?

It is important to remember that the purpose of unpacking the standard is to get a clearer picture of what the student should be able to do so that you can choose the best material and methods for instruction. The purpose is not to get the right words in the right columns.

The purpose of working with your team is to develop a learning community that shares thoughts, ideas, and approaches to instruction.

Lunch (40 minutes)




Following today’s session, your next step will be to unpack a set of standards that were assigned at the Directors’ Orientation.

Binder HO6 - The Unpacking Process/Confirming Unpacking/Unpacking Process Guidelines

Binder HO7 - Unpacking Chart for Standards - Examples

The unpacking process chart outlines the steps you will follow when unpacking the standard. The unpacking chart for standards is the tool that you will fill in.

When you return to your programs to work, you can access a chart populated with your assigned standards on ANGEL. Your team will submit completed unpacking charts on the schedule agreed to with your coach.

PPT #22- The Unpacking Process

Review the steps of the unpacking process.

I am going to demonstrate using the unpacking chart.

Binder HO7 - Unpacking Chart for Standard - Examples

Display the handout, “Unpacking Chart for Standards- Examples.”

I am going to unpack the standard RL2.1 using the Unpacking Chart for Standards. Note that the standard is written in the first column.

The first component to identify is the skill or skills. Remember from the definitions that the skill is what the student is to do to demonstrate mastery of the concept. What is the skill?

Ask participants to identify and write “Ask and Answer” in column 2 with a colored pen.

The second component to identify is the concept. Remember that the concept is information or ideas the student needs to know, generally the nouns or noun phrases. What is the concept?

Ask participants to identify the concept. Write “questions such as who, what, where, when, why, and how” in column 3 with a different colored pen. Some may want to include who - how as the context.

The third component to identify is a particular context. Remember the context is the circumstances or scene in which students are required to use the skills and concepts. It is the environment or framework of the standard. What is the context?

Ask participants to identify the context. Write “to demonstrate understanding of key details in a text” in column 4 with a different colored pen.

Facilitate a discussion modeling with participants on how to come to an agreement on what phrases may go in which column by asking questions.

· For example, some may want to put the words “who, what, when, where, and how” in the context column. You may ask, “What other types of questions are there?” If there could be other types of questions then you may want to include them as the context. If the examples just further clarify the types of questions, then they would fit better in the content column.

· For example, some may believe that “to demonstrate” should be considered a skill because it is a verb. Ask if it is a separate skill from “ask and answer” or if it explains the context in which questions should be asked and answered.

· It may be important to emphasize that the standard is asking the student to ask, not the teacher.

It is essential to the “unpacking process” that the team reaches consensus. By having the discussion, you should have a better understanding of the parts of the standard, how they relate to one another, and how your team members may be viewing same concepts. It is this discussion that leads the team to explore the standard in depth.

Next, I need to determine the level of thinking that the student needs to engage in in order to demonstrate the skills, concepts, and context of the standard. Remember that in order to determine the level of thinking you need to consider ALL the information in columns 2, 3, and 4 - not just the skill.

Binder Back Pocket – Bloom’s Taxonomy Level Location Guide

Display the tool, “Bloom’s Taxonomy Level Location Guide”

The Bloom’s Taxonomy Level Location Guide, may be used to further assist you in determining the most appropriate level.

For each level, there is a list of verbs frequently used in depicting a particular level. This list is not exhaustive, and some verbs may be in more than one category, depending on the content and context of the learning objective.

1. Using the Bloom’s Taxonomy Guide, review the definition for “remember,” “what learners are expected to do,” “objectives,” “questions,” and “products.”

a) Explain that these are examples and not exhaustive of the many ways a student may demonstrate knowledge.

b) Give examples of questions that participants may ask as they are determining if the standard meets the criteria expected at the “remembering” level.

To determine if the standard falls into the “remember” level, you can ask -

· Are learners expected simply to recall specifics, facts, or ideas in about the same form as they were presented in the text?

· Are they asked to recall something that is clearly stated in the text?

· Are they asked to complete an action that requires her to restate information in the same form as it is in the text?

2. Review the definition for “understand/comprehend” and compare it to “remember.”

a) Review the definition, what learners are expected to do, examples of performance objectives, questions, and products.

b) Give examples of questions the participants can ask themselves to determine if the standard meets the criteria expected at the “understanding” level.

To determine if the standard falls into the “understand” level, you can ask -

· Are learners being asked to translate, interpret, or extrapolate from what is stated in the text by perhaps putting facts in their own words?

· Are they expected to communicate the information in another form?

· Are they asked to describe something that is not clearly stated?

Show that the word “describe” may be listed in both “remembering” and “understanding” levels. If learners are asked to describe something by simply listing facts that are evident in the text, they must “remember”. If they are asked to describe facts in their words, they are demonstrating understanding.

Binder Back Pocket – Bloom’s Taxonomy Level Location Guide

1. Briefly review each level: definitions, what learners are expected to do, performance objectives, questions, and products for each.

2. Provide examples of questions that participants can ask themselves when determining a level.

a) To determine if the standard falls into the “apply” level, you can ask if learners are expected to -

· Use information in a different way or with a different situation than it was learned

· Relate or apply ideas to new situations

· Organize information in a new way

b) To determine if the standard falls into the “analyze” level, you can ask if learners are expected to -

· Break material into parts and determine how they relate to one another or to an overall structure or purpose

· Explore, differentiate, attribute, reorganize, integrate

· Explore and understand relationships

c) To determine if the standard falls into the “evaluate” level, you can ask if learners are expected to -

· Make judgments or draw personal evaluative conclusions about something based on criteria or standards through in-depth reflection and assessment

· Rate ideas, conditions, or objects

· Evaluate the author’s purpose or point of view

d) To determine if the standard falls into the “create” level, you can ask if learners are expected to -

· Create new ideas and information by putting together various elements in a new form, pattern, or structure

· Develop something new

· Generate new ideas or create new and original products

Keep in mind that -

· You are to determine the highest level of thinking required for each standard. For example, if a standard requires a student to comprehend and analyze in order to demonstrate the standard, you write “analyze” on the unpacking chart.

· The cognitive level is the level of thinking required, not necessarily the behavior. For example, a student may be required to quote a text; however, he or she may be required to do so while drawing inferences. Although quoting is listed under recall because it is a simple activity, drawing inferences is more complex and may demand more analysis. One would determine that the level of thinking requires analysis rather than remembering. In other words, do not simply search for a verb on the guide to identify the cognitive demand. Consider the entire standard.

· The verb representing the skill may be found in more than one of the Bloom’s the level of thinking depending on the context. For example, if the student is being asked to describe a text word for word, that would require the student to “remember.” If the student is being asked to describing by paraphrasing that would require the student to “understand.” If a student is being asked to describe by comparing and contrasting that would require the student to “analyze.”

· When evaluating which criteria the standard meets, begin at the lowest level. If it meets that level, continue upward until you reach a level that the standard does not meet. The highest level met is what you record on the chart.

· Rather than seeking the “right answer”, the idea is to come to a consensus with your team. Once you reach a consensus you need to be able to justify why you believe it meets the criteria for that level.

· It is important that the cognitive level selected by your team matches the demands of the standard. This allows the instructor to understand the level of thinking required of the student and choose an appropriate activity.

Binder HO7 - Unpacking Chart for Standards- Examples (RL2.1 and 2.2)

Binder Back Pocket - Taxonomy Level Location Guide

Let’s look at RL2.1, which we just unpacked into skills, concepts, context, and level of thinking. We know from the definition that we need to consider all of the information from each column, not just the skill but the concept and context as well. What is the student being asked to do? Ask and answer questions such as who, what, when, where, and how. He must do this in a way that demonstrates understanding of key details in a text. If he or she is being asked to answer who, what, etc., then he must recall facts. This would be at the “remembering” level. However, the context, says that he must do it in a way that demonstrates understanding; therefore, he must be able to describe these features in a different way than presented in a text. And he must be able to generate questions related to who, what, when, where, and how. This is a higher level than recalling. I would say that this standard meets the criteria for “understanding.” Now, I will move to the next category. According to the “apply” category, the student must be able to make use of information in a context different from that in which it was learned. We do not know how it was learned. Was he or she taught a procedure that he now needs to be able to apply? This is not clear from the standard. I will look at “analyze” and ask myself, “Is the student being asked to break material into parts and determine how they related to one another? Is he or she deconstructing, differentiating, or attributing?” “It doesn’t seem that he or she is.” Because he or she does not necessarily need to analyze and it is not clear if he or she is applying new knowledge, I will classify this standard in the” understand” category and write understanding in the 5th column under level of thinking.

1. Repeat the same process with RL2.2, facilitating a discussion to determine the level of thinking.

2. Considerations with RL2.2

a. There are two skills identified, “recount,” and “determine.” You may identify a level of thinking for each skill.

b. “Recount” may be at the “remembering” level because it requires the student to recite back or retell. It does not necessarily require the student to paraphrase or summarize, which would take the skill to the “understanding” level.

c. “Determine” may be at the “analyzing” level because the student is being asked to break down a piece of text and determine the central message, lesson, or moral. Some may believe this would be at the “understanding” level because the lesson or central message may be explicitly stated. However, this is not known.

d. Some may believe that “determining the central message and moral” would be at the “evaluating” level. Evaluating requires the student to evaluate or make a value judgment regarding the central message, whether they agree with it or not, or measure it against some criteria or standard whether it be another’s or their own. This standard is not asking the student to do that but rather to determine the author’s intended message. It is not asking the student if he agrees with it or not or if it teaches a lesson.

3. Write “remembering” in the 6th column in line with “Recount,” and write “Analyzing or Understanding” in line with “Determine.”

Binder HO8 - Unpacking Chart for Standards – Examples (W5.1, 5.1a, 5.1c)

Binder Back Pocket - Taxonomy Level Location Guide

Some standards will have benchmarks. Benchmarks are the specific indicators of a standard that break down the standard into more specific skills, concepts, and contexts. Foundational Skills, Language, and Writing Standards contain benchmarks.

If a standard contains benchmarks, you will unpack the benchmark, taking into consideration the context of the standard to which it applies. The benchmark will count as one of the standards you are expected to unpack with your team following today’s session.

1. Refer to standard W5.1. Read the standard.

2. Read the benchmark below W5.1a.

3. Note how a standard with a benchmark is identified by looking at the first benchmark W5.1a.

4. Model how to unpack the standard by thinking aloud the process for identifying the skills, concept, context, and level of thinking using the “Taxonomy Level Location Guide.”

5. Instruct participants to complete the unpacking process for benchmark W5.1c.

6. Ask a few teams to share results.

You may be tempted to identify the level of thinking for every writing standard as create; however; consider if a final project that is completely original is being created and what level of thinking is really required to demonstrate the skill in the standard.

Once again the purpose is not to identify the “correct” level but to unpack the standard and discuss with your team the thinking process that the student will need to engage in to meet this standard.

We are entering the process slowly; however, it will become easier as you begin applying it to various standards.


Binder HO7 - Unpacking Chart for Standards- Examples (RL2.1 and 2.2)

PPT #23- Confirming Unpacking

Review the confirmation steps.

Demonstrate the confirmation process for RL2.1 and RL2.2.

You will be able to use this as a checklist to see if you are following the proper process and criteria for unpacking. When you read the information under each column on the chart, you should be reading back the standard.

Group Guided Practice


Timeframe- 35 minutes

PPT #25- Unpacking Guidelines


Review the guidelines.

You will follow this process as you unpack each standard with your team. You may choose to wait until you have unpacked a set of standards before you confirm unpacking to make sure you are on the right track. The goal is to reach a consensus. The process may go slowly at first, but it will pick up speed as you become accustomed to working through the process with your team.

Please keep in mind…

· You are learning a process of unpacking the standard into component parts in order to get a clearer picture of what will be required of the student.

· The discussion with your team around the skills, concepts/content, context, and necessary level of thinking is more important than that every word be in the correct column.

· It is important to come to a consensus and be able to explain your rationale.

· When considering the level of thinking, consider the skill, the concept, AND the context.

· It is important to think about student outcomes and what thinking process is necessary if a student is to reach outcomes.

P. 12 in the KYAE Common Core Standards for English Language Arts Binder

Binder HO2 - Components of Standards-Definitions

Binder HO3 - Bloom’s Taxonomy - Definitions


Binder Back Pocket – Blank Unpacking Chart for Standards

PPT #25- Faster is Not Better

In your teams, begin unpacking the 5th grade Reading Standards for Literature. Work through as many as you can, but don’t feel compelled to rush. Achieve consensus, and move to the next standard. The goal is not to unpack as many as possible but to come to consensus with your team on the components and level of thinking for each standard. These tools will assist you as you work through the unpacking process.

Closure

(Reflection and Discussion)


PPT #27- Reflections

Post each question on a separate piece of flip chart paper. Ask participants to write an answer to each question on Post-it notes and place them on the flip chart paper. Debrief as a large group. Gather and share flip chart random responses.

The purpose and overall goal in unpacking the standards is to better understand the demands of the standards.

It is not important that every piece of each standard is in the correct column. It is important that you take the time to break down the standard to better identify -

· The skills that we need to see demonstrated

· The information or content that will be demonstrated

· The context of the demonstration

· The level of thinking needed to demonstrate the skill within the context with the content

Break (15 minutes)

Anticipatory Set


PPT #28- Building Sample Activities

What are examples of real-world activities? Wait for responses.

Examples:

· Read and follow a recipe.

· Read the instructions and complete a job application.

· Read and follow instructions on a medicine label.

· Write a note to your child’s teacher.

For each unpacked standard we will build sample student activities that demonstrate that standard.

Why would it be helpful to build a sample activity for each standard? How do you believe doing so will help you to understand the standard?

PPT #29- Why Build Sample Activities?





PPT #30- Building Sample Activities Criteria

Binder HO2 - Components of Standards – Definitions

Binder HO6 – The Unpacking Process/Confirming Unpacking/Unpacking Process Guidelines/Building Sample Activities Criteria

For each standard we will create a sample activity that follows the criteria. Let’s look at the first standard we discussed on handout 2, RL2.3.

RL2.3 says, “Describe characters in a story and how they respond to major events and challenges.”

We first need to review the components. The skill is to “describe;” the concept or content is “characters in a story;” and the context is “how they respond to major events and challenges.” The level of thinking we agreed upon is “understanding.” Therefore, we need to come up with a real-world activity that attracts student interest and results in an end-product that is meaningful. This product needs to require the student to describe characters and how they respond to major events and challenges. The story needs to be from literature.

An example of an activity for RL2.3 may be to have students read a text or choose a text that contains a fictional story with characters and events that are relevant to their culture. They would choose characters, identify the event, and describe how that character responded to the event.

Other examples may be found on page Unit 1-24 in the Standards in Action guidebook.

It can be challenging to develop real world activities using literature. A relevant, real-world activity may include coming up with a relevant text that students can apply or relate to their personal lives. Another activity could demonstrate how comprehending fiction could be useful in everyday life.

(Learning Communities Unit)

74 (Learning Communities)KYAE Common Core Standards PD 2011-2012 Understanding the Standards We Teach- Unit One Facilitator’s Guide

Binder HO7 - Unpacking Chart for Standards – Examples

KYAE Common Core Standards for English Language Arts – p.12

Instruct participants to work with others at their table to develop sample activities for RL5.5 and RL6.5. Allow 10 minutes.

After 10 minutes, debrief by asking:

· What activities did you create?

· In what ways are they relevant, real-life, and meet the cognitive demand of the standard?

A possible example for RL2.1 -

Provide students with song lyrics or have them choose one of interest. After modeling, instruct them to interview each other asking who, what, where, when, why, and how as they try to guess the title of the song.

An example of RL2.2 may be to read students a fable. They can read along and repeat key phrases. Provide several different lessons to be learned from the fable, and ask students to choose the one that closely fits that fable. Ask students to describe an example of that lesson from their personal lives.

Guided Practice


PPT #31- Building Sample Activities

Binder Back Pocket – Blank Unpacking Chart for Standards used to unpack RL5.1

Instruct participants to build sample activities for the standards that they unpacked earlier.

When they are finished, ask them to share their activities with another table.

Ask for volunteers to read one of the standards they selected and describe the sample activity.

Closure


PPT #31- Reflections

Post questions on flip chart paper. Ask each team to write an answer to 1, 2, or all 3 questions on large Post-it notes - one answer per card - and post on the flip chart paper. Debrief as a large group.

After you identify a sample activity, you may review the criteria and make sure that it reflects the skills, content, context, and level of thinking, is relevant, meaningful, and of interest to the student.

Independent Practice


Ask participants to access the set of standards they were assigned. (They were advised to bring an electronic version of the template on a laptop. If they did not bring a lap, provide blank unpacking charts.)

Remind them of the process guidelines.

Culminating Activity


Prepare in advance concept cards:

Set 1

· Standard

· College Career Readiness

· K-12

· ELA

Set 2

· Skill

· Concept

· Context

· Level of Thinking

Set 3

· Bloom’s

· Unpacking Chart

· Components of Standards Definitions

· Unpacking/Confirming Standards Guidelines

Set 4

· Learning Community

· Unpacking Process

· Building Sample Activities

· Facilitator

If a fifth set is needed, duplicate one of the other sets.

Provide each team with a sheet of chart paper and a set of cards. Ask each team to creatively illustrate on their chart paper the relationship between the concepts listed on their cards.

Then ask each table to present their finished chart paper, explaining how their cards relate to one another.

PPT #32

What is the challenge before us? Solicit random responses from participants

We are all working towards the same goal. What is that goal? Solicit random responses from participants.

We are moving forward to raise the knowledge and skills of adults in Kentucky so that they can succeed in college and career. The standards assist us in identifying what they need to be able to do that.

PPT #33

What resources do we have to move forward to meet the challenge and reach the goal? Solicit random responses from participants.

· We are pioneers in education, with Kentucky leading the way in adult education.

· We have tools - charts, taxonomies, etc.

· We have teams.

· We have support – KYAE, CCLD, coaches, ANGEL.

Other?

PPT #34- Next Steps

Review information on slide.

Consult with coach.

Complete reflections.

Complete postings 2 days prior to next face-to-face session.

Remember: You are working in learning communities to implement a process that will assist you in understanding the standards you teach so that you can adequately prepare your students for college and career success.

¡  Discipline (English Language Arts, Literacy for

History/Social Studies, Science & Technical Subjects) ¡  Content Area (CA) (reading, writing, speaking/

listening) ¡  Type of text- Reading (literature, informational,

foundational) ¡  College and Career Readiness Standards (CCR)

Anchor Standards ¡  NRS levels (1-6) and Grade level (K-12)

¡ Discipline (English Language Arts, Literacy for

History/Social Studies, Science & Technical Subjects)

¡ Content Area (CA) (reading, writing, speaking/

listening)

¡ Type of text- Reading (literature, informational,

foundational)

¡ College and Career Readiness Standards (CCR)

Anchor Standards

¡ NRS levels (1-6) and Grade level (K-12)

lc-facilitator's guide- unit1a - kyskillsu.ky.gov 14/5unit1afacilitat… · web viewask...

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